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2008, Journal of Affective DisordersCitation Excerpt :The possibility that such persistent schemata are at work and are capable of making a direct contribution is strengthened by the findings that bodily shame measured in adulthood is highly related to both early maltreatment and chronic depression (Andrews, 1995). Another possibility concerning such shame–withdrawal is the protective importance of support from a close tie in a crisis and the fact that women with early maltreatment are less likely to receive such support (Brown et al., 1990a,b; Harris et al., 1990). They are also more likely to turn to unsuitable people for help and often appear to need to believe, in spite of contrary evidence, that those closest to them were supportive and helpful (Andrews and Brown, 1988; Andrews, 1995).
The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts
2008, Drug and Alcohol DependenceCitation Excerpt :found that, in classrooms with the GBG where the group structure was established by the teachers, children who started with more aggressive, disruptive behavior not only improved, but they associated with children later on who were better behaving. Children are strongly affected by their social contexts, and the teacher's ability to improve the social adaptational process may indeed promote mastery in children, thereby leading to improved sense of self and self-esteem, and thereby raising confidence in one's competence to deal with future demands in school and beyond (Harris et al., 1990; Kellam et al., 1994a, 1998). In addition, the GBG reduced aggressive, disruptive and off-task behavior and presumably therefore allowed teachers more time/opportunity to teach (Brown, 1993b).
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